Title III Parent, Family, and Community Engagement Requirements

Title III Parent, Family, and Community Engagement Requirements

January 27 | Grants Management

­­­What unique activities and events is your Charter District providing to the families of your English language learner (EL) students? You might be offering a literacy night, for example, but if it is for all families and does not provide anything specific to EL families, it would not fulfill the requirements of Title III funding.

The purpose of this tip is to assist LEAs in understanding what qualifies as parent, family, and community engagement (PFCE) activities under Title III. CSS has collected helpful resources to thoughtfully plan and evaluate your Title III PFCE activities.

The CSS Federal Team will assist our client Charter Districts in evaluating PFCE activities to assure compliance with Title III requirements.

What is Parent, Family, & Community Engagement under Title III?

Any LEA or Charter District who receives Title III funding shall use the funds to provide and implement other effective activities and strategies that enhance or supplement language instruction educational programs for English learners, which (A) shall include parent, family, and community engagement activities; and (B) may include strategies that serve to coordinate and align related programs. [Title III, Part A, Section 3115 (c)(3)(A)(B)]

Parent engagement includes working together in a parent-school relationship with on-going, goal-directed communication and culturally responsive support. This shared responsibility seeks what is best for the academic success of students and families, both individually and collectively.

Family literacy services integrate the following:

  • Interactive literacy activities between parent and child
  • Training in parenting activities
  • Literacy training that leads to economic self-sufficiency (e.g., teaching adults to read)
  • Age appropriate education to prepare children for success in school and life experiences

OCTAE.” ED, U.S. Department of Education

Family outreach and training provide parents with the required parent and family literacy services, activities, and trainings needed to improve their English language skills. These services enhance the academic achievement of English learners and immigrant students.

Community participation programs: Participation is the action of taking part in an activity or an event. Under Title III, Part A, “community participation programs” are programs in which English learners, parents, and family members can take part.

Source: https://projects.esc20.net/page/titleIII.purpose

Definitions and Examples

  • Parents = Parents and guardians of enrolled students
    • Example: Bilingual newsletter for EL parents
  • Family = Parents + Students (activities that involve both)
    • Example: Math night for EL parents while students do math activities in childcare or math games with their parents
  • Community = Parents + Students + Community (extended family, community centers and organizations, resources in the community for assistance)
    • Example: Adult ESL class with guest speakers from community, such as a bank doing bilingual financial literacy, while students do instructional activities in childcare
  • Please click here for more examples and ideas of PFCE activities.

How are requirements reported to TEA?

The primary source to report compliance with the Title III PFCE requirements is the end of year compliance report – specifically the PR3002 section of the ESSA Consolidated Compliance Report. The LEA is required to list the sources of documentation it has readily available to submit to the agency. At the time of publication, specific random validation information had not been released, but TEA is expected to randomly validate engagement activities and use of funds that are under Part 6: Program Implementation in the compliance report.  Listed below are the specific questions. It is important to note that Title III funds might not have paid for all of these activities; regardless, all are still required as a condition for receiving Title III funds at all.

  1. Did the LEA provide and implement effective parent engagement activities to parents of English learner students that were above and beyond other federal programs? (question #2)
  2. Did the LEA provide and implement effective family engagement activities to families of English learner students that were above and beyond other federal programs? (question #3)
  3. Did the LEA provide and implement effective community engagement activities to parents of English learner students that were above and beyond other federal programs? (question #4)
  4. Did the LEA support the development and implementation of pre-school programs for English learners? (question #8)
  5. Did the LEA improve instruction of English learners, which may include English learners with a disability? (question #9)
  6. Did the LEA offer early college high school or dual or concurrent enrollment programs or courses designed to help English learners achieve success in post-secondary education? (question #10)

It is important to think ahead about which activities you will pick to report so that you can plan how you will document them and evaluate if the activities are worthwhile. For example, you will want to pick the main events and collect feedback, such as surveys, from the participants of the events.

What resources are available to improve our Title III PFCE activities?

Have questions or need assistance?

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